To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a "new field" could contribute to the public good and teachers' development of a "new habitus". In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching.